Collaborative action reflection learning using critical incident technique is a school-site strategy for distributing the development of school leaders and their communities, which initiates and reciprocates quality of life for all within its influence. This study used a phenomenographic approach to understand how 7 primary (elementary) school principals changed as a result of practicing this learning process. It was found that once community members have the opportunity and mindset to choose and participate in decisions that affect their lives, they gain the ability to lead and to take the initiative to make policy decisions that distribute benefits equitably and effectively.